This paper presents the results of a research project carried out in the Balearic Islands on the topic of academic plagiarism commission amongst students enrolled in secondary education. The focus of the paper is to analyze and describe the opinions of the secondary education teachers regarding the measures that have to be adopted to reduce and prevent this worrisome phenomenon.

Plagiarism in academia seems to have always existed. However, most studies and analysis made indicate that the exponential increase in Internet penetration, the easier access to digital content in general, have led to rise in the practice of plagiarism among students (Comas, Sureda and Urbina, 2005; Ercegovac & Richardson, 2004; Hansen, 2003, Rimer, 2003; Scanlon, 2003). What has changed to a greater extent, is on the one hand, the way it is committed plagiarism (predominantly through the Internet content and resources) and on the other hand, the facilities that these technologies confer to the commission of plagiarism. The problem may be the same, but the circumstances, especially the prevalence and impact and depth are new and seem more dangerous than they were in the past.

Studies and literature associated with cyber-plagiarism has grown considerably over recent years, especially in Anglo-Saxon countries, in other cultural contexts has been initiated a quasi-exploratory work in this area, the case of, for example: France, Germany, Finland, Norway, Croatia, India, Spain, France, China and Israel (Comas, 2009). The existing literature on the topic describes 4 dimensions that have been studied to a broader extent (Comas, 2009):

- analysis and quantification of the prevalence, characterization/profile of the students that plagiarize, and extent of the problem;

- types of plagiarism;

- analysis of the causes associated with the phenomenon of plagiarism and possible solutions to the problem;

- evaluation of the accuracy and usefulness of anti-plagiarism software.

Regarding the strategies or measure to adopt to confront plagiarism, there are basically four main solutions (Comas, 2009; Park 2003):

a)     punitive regulation

b)     information and awareness campaign

c)      training for the students and teachers

d)     use of plagiarism detection software  

Study carried out under the Research project "The academic plagiarism among students of Secondary Education" funded by the Spanish Ministry of Science and Innovation with reference EDU2009-14019-C02-01/02-02 and developed by the University of the Balearic Islands and the University of Cadiz.

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